qa level 3 diploma in ambulance emergency and urgent care

Copyright © 2021 Qualsafe Awards. All rights reserved L3-AEUCS-QS-V2 January 2021

QA Level 3 Diploma in

Ambulance Emergency and Urgent Care Support (RQF)

Qualification Specification


Key qualification informationQualification number:Operational start date:Review dateGuided learning hours (GLH):Total Qualification Time (TQT):Number of units:Assessment methods:

603/5288/71 July 20201 December 2022188 + (450hrs) = 638 (minimum)661 (minimum)1 mandatory unit (20 components)• Theory assessment/multiple choice question paper: 1 x [full marks 60] question paper (minimum score [min score, 48])• Practical assessment – 9 assessments to be completed throughout the course• Portfolio of evidence (practice assessment document)

Contents

Qualsafe Awards ....................................................................................3

Qualification overview ................................................................3Objective ............................................................................................3Intended audience .........................................................................3Structure ............................................................................................4Other units ........................................................................................4Entry requirements ........................................................................4Progression .......................................................................................4Requalification requirements ....................................................4

Qualification approval requirements ................5Trainer/Assessor .............................................................................5Internal Quality Assurers.............................................................6Mentors ..............................................................................................6Venue and equipment ................................................................7

Course/Centre administration .......................................9Registering Learners ....................................................................9Certification ......................................................................................9

Delivery and support ....................................................................10Learner to Trainer ratio .............................................................. 10Delivery plan ................................................................................... 10Learning materials ....................................................................... 10Ongoing support .......................................................................... 10

Assessment....................................................................................................10Overview .......................................................................................... 10Methods ........................................................................................... 10Access to assessment .............................................................. 11

Quality assurance ..............................................................................12Centre internal quality assurance ......................................... 12Qualsafe Awards external quality assurance .................. 12

Further information .......................................................................12Contact us ....................................................................................... 12Useful addresses and websites ............................................ 12

Appendix 1 – Qualification unit ...............................13Component 1 ................................................................................. 13Component 2 ................................................................................. 14Component 3 ................................................................................. 15Component 4 ................................................................................. 15Component 5 ................................................................................. 16Component 6 ................................................................................. 17Component 7 ................................................................................. 18Component 8 ................................................................................. 19Component 9 ................................................................................. 20Component 10 .............................................................................. 21Component 11 .............................................................................. 22Component 12 .............................................................................. 23Component 13 .............................................................................. 24Component 14 .............................................................................. 25Component 15 .............................................................................. 26Component 16 .............................................................................. 27Component 17 .............................................................................. 28Component 18 .............................................................................. 28Component 19 .............................................................................. 29Component 20 .............................................................................. 29

Appendix 2 – Occupational knowledge and competence in ambulance emergency and urgent care .............................................30

Appendix 3 – Acceptable training/ assessing qualifications ..........................................................31

Appendix 4 – Qualifications suitable for internal quality assurance ......................................32

Appendix 5 – Placement guide ..................................33

3Copyright © 2021 Qualsafe Awards. All rights reserved L3-AEUCS-QS-V2 January 2021



Qualsafe Awards Not only is Qualsafe Awards (QA) one of the largest Awarding Organisations (AO) in the UK, we are also the biggest AO for First Aid qualifications, making us an extremely trusted and recognisable name that employers look for when selecting a training provider.

We are recognised and regulated by the Office of Qualifications and Examinations Regulation (Ofqual), Qualifications Wales and the Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA). This means we can offer Centres an extensive range of qualification suites including First Aid; Prehospital Care; Health and Safety; Mental Health First Aid; Licensing; Food Safety; Fire Safety; Education and Training; Manual Handling; and Health and Social Care.

With a specialist team of subject matter experts on hand to support our Centres, including A&E Consultants, doctors, paramedics, nurses, physiotherapists and specialists in other sectors such as mental health, you can be confident that you are truly working with the industry experts.

Qualification overviewThis qualification forms part of the QA Prehospital Care suite of qualifications. The qualification and learning outcomes are based on the recommendations:

• Care certificate standards

• Skills for Health UK Core Skills Training Framework (CSTF)

• Skills for Health Assessment Principles for Qualifications that Assess Occupational Competence

• Institute for Apprenticeships and Technical Education: Ambulance Support Worker (emergency, urgent and non-urgent)

This QA qualification is for people who work in or hope to work in the ambulance environment providing emergency and urgent care as part of an ambulance crew supporting a clinician.

This qualification should give Learners the knowledge, skills and practical competencies related to statutory, mandatory and core training required to operate in an emergency and urgent care ambulance environment.

This qualification specification provides information for Centres about the delivery of the QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF) and includes the unit and component information, assessment methods and quality assurance arrangements.

Objective

The objective of the qualification is to benefit Learners by enabling them to attain the knowledge, skills and practical competencies related to emergency and urgent care required to operate in an ambulance environment to support registered and non-registered healthcare professionals.

Intended audience

This qualification is for people who have a specific responsibility at work, or in voluntary and community activities, to provide emergency and urgent care whilst supporting registered and non-registered healthcare professionals in an ambulance environment.




Structure

This qualification comprises 1 mandatory unit (20 components) with a Total Qualification Time (TQT) of 661 hours. Full details of this can be found in Appendix 1.

Learners must complete all assessments successfully within the registration period to achieve the qualification. The maximum time to complete this qualification, including referrals is 12 months.

TQT is the total number of hours required for a Learner to achieve this qualification. It has 2 elements:

• Guided Learning Hours (GLH) – GLH is the time a Learner is being taught and assessed under the immediate guidance of a Trainer/Assessor and Mentor, which for this qualification is 638 GLH, and

• The number of hours a Learner will reasonably be likely to spend in preparation and study, including assessment, as directed by, but not under the immediate guidance or supervision of a Trainer, e.g. pre-course reading, research, assignment completion, mentored practice/work experience, etc. which for this qualification is 23 hours

Other units

No other units can be combined to count towards the QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF).

Entry requirements

Learners must be at least 18 years old on the first day of the training.

There are no other formal entry requirements but to benefit from the learning we advise that Learners have a minimum of Level 2 in literacy and numeracy or equivalent.

Progression

The QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF) qualification may be used towards other qualifications at the same and higher levels, plus aid career progression in a relevant profession including Paramedic or the Associate Ambulance Practitioner/Technician role.

Requalification requirements

Once achieved this qualification is valid while the Learner maintains a continuing professional development (CPD) portfolio and participates in statutory and mandatory training required by their employer, including basic life support.




Qualification approval requirementsQualsafe Awards requires the Centre:

• To have appropriate policies, systems and procedures in place

• To appoint suitable individuals from their personnel team to train, assess, mentor and quality assure their QA qualifications

• To have suitable and adequate venues, equipment and learning resources

• To have approved course materials including scheme of work, lesson plans and PowerPoint (this approval will be given in writing by QA)

Centres are required to request approval to run a course, prior to delivery. Upon which Centres must be able to demonstrate they have suitable practice placement arrangements in place for each Learner attending/working towards the qualification.

In order to secure and maintain approval from QA, Centres need a minimum staffing requirement for each qualification suite they deliver, which for this qualification is:

One Trainer/Assessor Responsible for the delivery and assessment of qualifications

One Internal Quality Assurer Responsible for quality assuring the delivery, assessment and awarding of this qualification

One Mentor (for a maximum of 4 Learners)

Responsible for supporting Learners and providing evidence towards the assessment process as well as confirming the Learner has completed 450hrs worth of clinical practice

Qualsafe Awards requires the Centre staff to read and understand QA’s key policies and procedures, and to abide by their contents.

Once a Centre has gained qualification approval status they must seek course approval for every course they intend to deliver thereafter.

Qualsafe Awards requires the Centre:

• To submit a course notification form 7 working days (minimum) prior to the course start date

• To provide evidence they have suitable practice placements in place for each Learner working towards the qualification. This is likely to be in the form of a written agreement between the Centre and the practice placement provider

Trainer/Assessor

People delivering and assessing this qualification must have:

• Occupational knowledge and competency in the subject matter as shown in Appendix 2 and

• An acceptable training qualification as shown in Appendix 3 and

• Hold or be working towards an acceptable assessing qualification as shown in Appendix 3

Trainers are expected to keep up to date with the subject area and provide evidence of continuing professional development (CPD).




Internal Quality Assurers

Internal Quality Assurers (IQAs) of this qualification must have knowledge and competency in ambulance emergency and urgent care as well as knowledge and competency in internal quality assurance practice. An acceptable portfolio must show:

1. Occupational knowledge and competence in the subject matter as shown in Appendix 2 and

2. The IQA:

• Either holds or is working towards a formal (regulated) internal quality assurance qualification as shown in Appendix 4 or

• Has attended relevant Internal Quality Assurance CPD training with an AO as shown in Appendix 4

IQAs are expected to keep up to date with the subject area and provide evidence of CPD.

They must also:

• Have knowledge of the requirements of the qualification they are quality assuring at the time the assessment is taking place

• Have knowledge and understanding of the IQA role

• Visit and observe assessments

• Carry out other related internal quality assurance

Full details of the Centre’s requirements for internal quality assurance are in the QA Centre Quality Assurance Guidance.

Note: IQAs cannot quality assure a course for which they were the Trainer and/or Assessor.

Mentors

All Mentors should have the skills, knowledge and experience to be able to mentor the subject. Each Mentor must:

• Be an appropriately qualified/experienced Mentor and

• Be approved by the QA Centre and provide them with evidence. Acceptable evidence includes:

o NMC registered Nurse and have suitable ambulance emergency and urgent care experience or

o HCPC registered Paramedic or

o Ambulance Technician (IHCD/Edexcel/Pearson) or

o QA Level 5 Diploma in First Response Emergency and Urgent Care (RQF) or

o Associate Ambulance Practitioner

Venue and equipment

Quality training involves using premises conducive to learning and it is a Centre’s responsibility to make sure all venues used for training and assessment purposes are suitable and adequate – whether these are hired or in-house training rooms. They must also comply with all current legislation.

In addition, it is important there is a wide range of learning resources to support delivery.




As a minimum, Centres should make sure their venues, equipment and other resources include:

Resource/area: Requirements:

Ambulance vehicle (fully equipped)

A minimum of 1 suitable vehicle to enable Learners to demonstrate all the skills required for vehicle familiarisation, decontamination and moving and handling patients.

Infection, prevention and control equipment

Sufficient equipment and resources to demonstrate:• Infection prevention and control techniques and cleaning and decontamination procedures • waste management procedures

Ambulance communication equipment

Various types of communication devices including:• Handheld radios• Vehicle radios • Mobile data terminals(this list is not exhaustive)

Major incident equipmentSufficient equipment and resources required to deliver a session covering hostile major incidents including a table top exercise.

Ambulance Personal Protective Equipment (PPE)

Full set of commonly issued PPE per Learner.

CPR Adult manikinsA minimum of 1 adult manikin to every 4 Learners (as per the European Resuscitation Council guidelines).

CPR Child manikinsA minimum of 1 child manikin to every 4 Learners (as per the European Resuscitation Council guidelines).

CPR Infant manikinsA minimum of 1 infant manikin to every 4 Learners (as per the European Resuscitation Council guidelines).

Choking trainer A manikin or vest that Learners can use to demonstrate treatment of choking.

Airway manikinThe manikin must be suitable to demonstrate the airway manoeuvres and accept oropharyngeal (OPA), nasopharyngeal (NPA) and supraglottic airways. 1 manikin to every 4 Learners.

AED trainersAt least 1 AED trainer to every 4 Learners. If fewer AED trainers are provided, adjust learning hours/lesson plans accordingly to make sure Learners are not disadvantaged.

Suction devices A minimum of 1 suction device to every 4 Learners.

Dressings/bandagesSufficient trauma bandages: various sizes and types. A variety of tourniquets and training/imitation haemostatic agents for management of catastrophic bleeding.

Airways

A selection of airways (SAD) to suit the Learners’ various skills sets, a full set of:• OPA (sizes 00 to 4) • NPA (sizes 6 to 8)• SAD

Fracture immobilisation devices

Various types of prehospital immobilisation device: • Cervical collar • Pelvic splint• Vacuum splint• Box splint• Traction splint

Extrication devices and spinal immobilisation stretchers

Various types of current prehospital spinal immobilisation device: • Long spinal board • Orthopaedic stretcher• Kendrick extrication device




N2O and oxygen (O2) therapy

N2O/O2 cylinders with the relevant equipment for use with: • Multi flow rate masks (Ventura type or similar)• Non-rebreather masks (paediatric) • Pocket masks • 500ml bag-valve-masks• Nasal cannula • Mechanical ventilators • Demand valve, hose and probes• Mouthpieces • Face masks• Bacterial/viral filters

Electrocardiograph (ECG) monitor and manual defibrillator

An ECG monitor and manual defibrillator capable of providing 3 and 12 lead ECG traces. The monitor and defibrillator must be suitable for simulation.

Razor.Sufficient electrodes.

Advanced procedures assist equipment

Intravenous (IV) cannulation equipment: • Cannula in various sizes• IV dressings• Chloraprep or similar• Sharps container• IV giving sets• IV flushes • Syringes • IV tourniquet • IV training arm Intraosseous (IO) infusion system:• Various sizes of intraosseous needles• IO needle securing device or dressing • IO training bone or device Intubation equipment: • Laryngoscope (handle and various blades)• Magill forceps • Various sizes of endotracheal tubes • Bougie• Tube holder or securing device• Syringe • End-tidal CO2 detector or monitor Cricothyroidotomy equipment: • Cricothyroidotomy kit or alternative Infusion equipment: • IV bag (sample)

Administration equipment

Injection administration training equipment:• Various ampoules suitable for training • Various sizes of needles (including blunt drawing up needles)• Various sizes of syringes • Injection training pad/device• Gauze • Tape• Sharps binParamedic and Associate Ambulance Practitioner medications (suitable for training or training versions)

Monitoring and assessment equipment

Various monitoring and assessment equipment, including:• Manual sphygmomanometer• Stethoscopes• Pulse oximeter• Thermometer and consumables • Blood glucose monitor and consumables • Peak flow meter and consumables




Moving and handling equipment

Various types of current prehospital moving and handling equipment:• Trolley (ambulance) stretcher• Child/infants restraints • Slide sheet • Transfer board • Carry chair• Moving and handling belt• Turntable • Southampton sling (optional)• Cushion lifting device (optional)(this list is not exhaustive)

Obstetrics and gynaecologyObstetrical manikin Ambulance maternity pack

Audio visual (AV) equipment and training aids

Sufficient AV equipment and training aids to facilitate learning using varying teaching methods.

Learning materialsProvide Learners with clear and accurate reference books/handouts covering the topics included in the qualification.

Training venue

The training venue must meet acceptable health and safety standards and be conducive to learning, with sufficient: Size, floor surfaces, seating, writing surfaces, toilet facilities, ventilation, lighting, heating, access, exits, cleanliness, absence of distracting noise.

Note: Learners should sit at least 1 metre apart to prevent collusion during the multiple choice question paper/theory assessment.

Course/Centre administration Registering Learners

Register Learners with Qualsafe Awards in accordance with the guidance in the QA Centre Handbook.

Certification

After a Learner has completed an assessment, unit or qualification, whether they have passed or not, Centres must enter the details and assessment results on the Customer Portal at: www.qualsafeawards.org

Centres will be given login details and guidance on using the Customer Portal when they are approved to deliver a QA qualification.

The Learner receives a certificate on achieving this qualification.

The certificate date is the date the Learner achieves the final component. This qualification is valid while a Learner maintains a CPD portfolio and undergoes statutory and mandatory training required by their employer including basic life support.

QA have developed a verification tool that means the validity of every certificate can be verified online. This verification tool can be found on the QA website.




Delivery and supportLearner to Trainer ratio

To maintain the quality of training and assessment, make sure the class ratio is no less than 4 and no more than 12 Learners to 1 Trainer. Assessment of performance is carried out on a 1:1 basis.

Delivery plan

Centres must create their own delivery plan and have them approved by QA before delivering this qualification. Note: Charges may apply. The delivery plan should:

• Include a course timetable, clearly showing the required subjects and criteria/learning outcomes are covered and the minimum 188 GLH, 450 clinical placement hours and 23 additional learning hours are all met

• Be emailed to: [email protected]

Learning materials

Centres must provide each Learner with access to suitable learning materials to support their progress through the qualification. As a minimum we recommend:

• Clinical Practice Guidelines – Joint Royal Colleges Ambulance Liaison Committee

• Ambulance Care Essentials by Richard Pilbery and Kris Lethbridge

Centres can choose alternative books or other learning materials but these must be approved by Qualsafe Awards prior to use. Note: Charges may apply.

Ongoing support

Qualsafe Awards Centres should provide appropriate levels of support to Learners throughout the training. The purpose of the support is to:

• Assess knowledge, skills and practical competence in relation to learning outcomes and the detailed assessment criteria of the unit within the qualification, see Appendix 1

• Give Learners feedback on their progress and how they might be able to improve

AssessmentOverview

The QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF) skills and knowledge should be taught and assessed in accordance with currently accepted emergency and urgent care ambulance practice in the UK.

Methods

Qualsafe Awards has devised assessment tools to make sure Learners are assessed against the required knowledge, skills and understanding, as detailed in the learning outcomes and assessment criteria shown in the Appendix 1. Centres should download all assessment papers from the Customer Portal in advance of the course. For each component there are:

• Practical assessments/skills tests – observed by the Trainer throughout the course, with the results of each learning outcome recorded on the practical assessment paperwork see QA Guide to Assessing QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF). There are 9 practical assessments for this qualification:

o Stepwise airway management

o Primary survey (unresponsive patient) and secondary survey




o Clinical observations, SAMPLE history and 12 lead ECG acquisition

o Adult basic life support and assisting with advanced life support

o Child basic life support

o Infant basic life support

o Immobilisation and Extrication Equipment

o Assessment and Treatment of Trauma

o Burns severity

• Invigilated exam – Learners should answer all the questions under ‘examination’ conditions see QA Guide to Assessing QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF). There are 6 practical assessment diagrams for this qualification:

o Heart diagram

o Burns and circulatory system diagram

o Internal organs diagram

o Skeletal system diagram

o Respiratory system diagram

o The Brain diagram

• Theory multiple choice question paper – there is 1 paper per unit for each Learner and Learners should answer all the questions under ‘examination’ conditions, see QA Multiple Choice Question Paper Guidelines:

o Maximum time is 90 minutes,

o Minimum mark is 48 to be considered for an overall ‘Pass’.

• Theory assessment – Practice assessment document (PAD) including short answer questions.

Note: Centres should download all assessment papers from the Customer Portal in advance of the course.

Access to assessment

Qualsafe Awards is committed to equality when designing the assessments for this qualification Centres can make sure they do not unfairly exclude the assessment needs of a particular Learner by following the QA Access to Assessment Policy to determine whether it is appropriate to make a:

• Reasonable adjustment or

• Special consideration

When a reasonable adjustment is made or requested, e.g. written or theory assessment delivered verbally, Centres must complete a Reasonable Adjustment Form and send it to QA with any relevant supporting evidence. Centres should retain a copy of this form for their own records.

Learners may be eligible for special consideration if they have been affected by adverse circumstances beyond their control. A Special Consideration Request Form should be completed and sent to QA for consideration along with supporting evidence prior to implementation. Centres should retain a copy of this form for their own records.

Note: If you have any suggestions for improvements, please let us know.

Learners should be informed about the Centre’s and QA’s appeals procedures and how they can access these.

It is important no Learner is turned away from a training course due to disabilities or impairments. To assess competence and gain certification however, the Learner will need to demonstrate certain practical skills. For instance, for this qualification the Learner must be assessed performing practical tasks such as moving and handling of people, as per QA Guide to assessing QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF). To pass the assessment, the Learner must demonstrate the required practical skills without assistance from a third party (unless authorised by QA following a reasonable adjustment request).




Quality assuranceCentre internal quality assurance

The Centre is required to sample a reasonable amount of assessments as part of the quality of the qualification. This standardisation of assessment across Learners and Trainers is to make sure there is fairness and consistency in assessment practices. The arrangements for this should be included in the Centre’s approved internal quality assurance policy.

Centres must retain all Learner documents and records for a period of 3 years and make sure these are available for review by QA or their representatives, e.g. External Quality Assurers (EQAs), on request.

Qualsafe Awards external quality assurance

Qualsafe Awards operates a system of ongoing monitoring, support and feedback for approved Centres across the United Kingdom.

Centres are required to inform Qualsafe Awards (via email to: [email protected]) of all courses using the Course Notification Form, prior to delivery (ideally a minimum of 7 working days), to enable implementation of the EQA strategy for this qualification. The Course Notification Form can be found in the Downloads section of both the QA Portal and QA Website.

QA employs a risk based model to decide the frequency of external quality assurance activity.

Further details of the Qualsafe Awards’ external quality assurance programme are available in the QA Centre Quality Assurance Guidance.

Further informationContact us

If you have any queries or comments we would be happy to help you, contact us:

Email: [email protected]

Tel: 0845 644 3305

Useful addresses and websites

• Qualsafe Awards, City View, 3 Wapping Road, Bradford, BD3 0ED www.qualsafeawards.org/home

• Office of Qualifications and Examinations Regulation (Ofqual): www.gov.uk/government/organisations/ofqual

• Scottish Qualifications Authority (SQA): www.sqa.org.uk

• Qualifications Wales: www.qualificationswales.org

• Skills for Health: www.skillsforhealth.org.uk

• Institute for Apprenticeships and Technical Education: https://www.instituteforapprenticeships.org/apprenticeship-standards/ambulance-support-worker-emergency-urgent-and-non-urgent/

http://www.qualsafeawards.org/home

http://www.gov.uk/government/organisations/ofqual

http://www.sqa.org.uk

http://www.qualificationswales.org

http://www.skillsforhealth.org.uk

https://www.instituteforapprenticeships.org/apprenticeship-standards/ambulance-support-worker-emergency-urgent-and-non-urgent/

https://www.instituteforapprenticeships.org/apprenticeship-standards/ambulance-support-worker-emergency-urgent-and-non-urgent/



Copyright © 2020 Qualsafe Awards. All rights reserved L3-AEUCS-QS-V1 August 2020

Appendix 1 - Qualification unit The QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF) has 1 unit, split into 20 components, that Learners are required to complete in order to achieve the qualification.

QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF)

Indicative Content

L3-AEUCS-IC-V1 July 2020 Copyright © 2020 Qualsafe Awards. All rights reserved

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:Indicative content

1. Understand safe working in the emergency and urgent care environment

1.1 Explain employee’s responsibilities in relation to health, safety and welfare in the workplace

Should include:

• Importance of acting in ways consistent with legislation, policies and procedures for maintaining own and other health and safety

• Identification of legislation relating to general health and safety

• Outline the employees’ main health and safety responsibilities

• Tasks relating to health and safety that should not be carried out without training

1.2 Explain employer’s responsibilities and arrangements in relation to health, safety and welfare

Should include:

• Own organisation’s commitments and arrangements for health, safety and welfare including reporting processes

• Identification of legislation relating to general health and safety

• Employer’s main health and safety responsibilities

• Main points of health and safety policies and procedures

• How to access additional support and information relating to health and safety

1.3 Identify the definitions of the following:

• Hazard

• Risk

• Risk assessment

• Dynamic risk assessment

Should include the meaning of hazard, risk, risk assessment and dynamic risk assessment.

Introduction The QA Diploma in Ambulance Emergency and Urgent Care Support (RQF) has 1 unit, divided into 20 components. To assist in delivering this qualification we have created various documents including:

• Qualification specification

• Assessment paper

• Practical assessments

• Scheme of work

• Indicative content

This document lists the indicative content for each component.

Component 1: Health, safety and welfare





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.4 Identity common hazards in the ambulance environment

Should include recognition of common workplace hazards including:

• Electricity

• Slips, trips and falls

• Chemicals and substances

• Stress

• Physical and verbal abuse

• Traffic routes

• Display screen equipment, work stations and the working environment

1.5 Explain how identified risks are managed in the ambulance environment

Should include:

• How risks can be managed through balanced and appropriate preventive and protective measures

• Importance of assessing the health and safety risks posed by particular situation or activity

• Different types of accident and sudden illness that may occur in the ambulance environment

1.6 Describe the procedures for reporting health, safety and welfare concerns

Should include:

• Individual’s responsibilities in reporting incidents, ill health and near misses

• How and when to report health and safety risks identified

• Organisation’s procedures to be followed if an accident or sudden illness occurs

• How to raise health, safety and welfare concerns in the ambulance environment

1.7 Demonstrate safe working practices in the ambulance environment

Should include:

• How to apply and promote safe working specific to individual’s role

• How to locate own organisation’s health and safety policy and implementation arrangements

• Routine actions they should take to ensure patient safety in the ambulance environment

• Emergency first aid actions they are allowed to carry out within scope of practice





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2. Understand the hazards, risks and controls involved in fire safety in the ambulance environment

2.1 Identify the characteristics of fire, smoke and toxic fumes

Should include:

• Fire triangle

• Fire spread and behaviour

• Harm caused by inhaling smoke and fumes

2.2 List how fires are caused in the ambulance environment

Should include:

• Arson

• Electrical equipment and wiring faults

• Heaters or cigarettes in close proximity to flammable materials

2.3 State fire prevention and safety procedures relevant to the ambulance environment

Should include:

• Keeping fire exits and escape routes clear

• General tidiness of the workplace

• Managing rubbish and waste

• Awareness of significant findings on a fire risk assessment

2.4 Recognise suitable ‘means of escape’ in relation to fire in the ambulance environment

Should include:

• Means of escape from an ambulance vehicle

• Means of escape from ambulance premises

3. Know how to carry out fire prevention, safety and emergency procedures in the ambulance environment

3.1 Describe potential actions in the event of a fire in an ambulance

Should include:

• Raising the alarm

• Exiting or escaping

• Contacting fire service

3.2 Identify fire safety and prevention practices in the ambulance environment

Should include:

• Basic fire safety and local fire safety protocols including employee’s responsibilities during a fire incident

• Different types of fire extinguishers, state their use and identify the safety precautions associated with their use

• How to prevent fires from starting or spreading in the ambulance environment





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand the principles and practices of equality, diversity and human rights in the ambulance environment

1.1 Explain the terms:

• Equality

• Diversity

• Inclusion

• Human Rights

• Discrimination

Should include an explanation of how the terms are applied in the ambulance environment.

1.2 Describe the importance of promoting dignity, curtesy, respect and valuing individuals

Should include a proactive inclusive approach to equality and diversity and how human rights can be promoted in the ambulance environment.

1.3 Describe when and how to access support about:

• Equality

• Diversity

• Inclusion

• Human Rights

• Discrimination

Should include:

• Range of sources of information, advice and support about equality, diversity and inclusion

• How and when to access information, advice and support about equality, diversity, inclusion and discrimination in own organisation and external agencies

1.4 Explain who to ask for advice and support about:

• Equality

• Diversity

• Inclusion

• Human Rights

• Discrimination

Should include line managers and responsible persons within own organisation.

Component 2: Equality, diversity and human rights





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.5 Describe the benefits of monitoring equalities and inequalities and in the ambulance environment

Should include the purpose and benefits of monitoring equalities and health inequalities.

1.6 Identify benefits of an effective approach to equality, inclusion, diversity and human rights and how they reduce discrimination

Should include how organisations and individual’s activities and procedures support equality and inclusion to reduce the likelihood of discrimination. how an effective approach benefits society, organisations and individuals.

1.7 State how legislation and organisational policies empower individuals to address inequalities

Should include how legislation and codes of practice relating to equality, diversity and discrimination apply to Learner’s role.

1.8 Describe the procedures for reporting and challenging concerns in relation to:

• Equality

• Diversity

• Inclusion

• Humans Rights

• Discrimination

Should include:

• Whistleblowing policy and procedures

• How to challenge discrimination in a way that encourages positive change

2. Be able to act in a professional manner whilst promoting equality and diversity

2.1 Demonstrate non-discriminatory professional practice in the ambulance environment

Should include:

• Treating everyone with dignity, courtesy and respect and valuing people as individuals

• Interaction with individuals that respects their beliefs, culture, values and preferences





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Know how to recognise potential conflict situations and respond using appropriate strategies

1.1 Identify security and safety measures as part of healthcare provision

Should include:

• The main areas of work and the objectives of NHS counter fraud authority

• The role of the Security Management Director, Local Security Management Specialist and Area Security Management Specialist

1.2 Identify common causes of conflict

Should include:

• Poor communication

• Difference of opinion

• Protective response

• Lack of understanding

• Unclear or unfair expectations

• Intoxication (with one or more of the above)

1.3 Identify the different stages of conflict

Should include:

• Emergence

• Escalation

• Crisis

• Negotiation

• Resolution

1.4 Give examples of working strategies to reduce conflict

Should include:

• Use of verbal and non-verbal communication

• Listen, Empathise, Ask questions, Paraphrase and Summarise (LEAPS)

1.5 Explain the potential impact of culture and beliefs in relation to communication

Should include how culture and beliefs can give rise to manners, opinions, prejudices and ethnocentrism. Culture and beliefs can inform and influence the way people think and behave. This can act as a barrier when communicating with patients, service users and others.

Component 3: Conflict resolution for patient facing ambulance personnel





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.6 State reasons for communication breakdown

Should include:

• Emotions

• Inattention

• Environment

• Time pressures

• Information overload

• Physical or mental deterioration

• Perceptual and language differences

1.7 State agreed ways of working when dealing with conflict and violence

Should include:

• Following own organisation’s management of violence and aggression policy and procedure

• Always assessing the situation for potential violence, considering withdrawing and informing operations/contact centre

• Self-preservation, requesting immediate assistance from the police and withdrawing to a safe distance

1.8 Identify behaviour and triggers which indicate an escalation towards conflict and violence

Should include:

• Identifying danger signals displayed by individuals. For example direct, prolonged eye contact and fists clenched

• Recognise aggressive body language

• Measuring offensive language, verbal abuse, swearing and offensive gestures

1.9 Summarise assertive actions when dealing with obstructive and unacceptable behaviour

Should include:

• Matching your body language to your words

• Being direct, honest and respectful

• Promoting a positive attitude

• Being able to move to a place of safety

1.10 Define the legal term reasonable force including common Law and lawful entry

Should include:

• A person’s right to protect themselves from attack

• The use of reasonable force to protect themselves and others from harm

• Criminal Law Act 1967

• Common Law and gaining lawful





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.11 Identify support available to those affected by violence

Should include:

• Following organisation’s reporting procedure report the incident to, Emergency Operation Centre (EOC) and clinical supervisor/shift supervisor and or police

• Organisation’s occupational health support

• Short term and long term support signposts to physical and mental health support, MIND Blue Light Programme

1.12 Demonstrate effective conflict resolution in the ambulance environment

Should include:

• Demonstrating de-escalation techniques

• Performing a dynamic risk assessment when arriving at an incident

• Identifying at what point to move to a place of safety

2. Know how to handle comments and complaints

2.1 Identify those involved in responding to comments and complaints

2.2 Describe how to respond to comments and complaints relevant to legislation and local policy





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand the principles of infection prevention and control in the ambulance environment

1.1 Explain employer’s and employee’s responsibilities in relation to infection prevention and control

Should include:

• How individuals can contribute to infection prevention and control

• How responsibilities comply with infection prevention and control legislation

• How to obtain information about infection prevention and control within organisations

• How own health or hygiene might pose a risk to the individuals they support or work with

1.2 Describe how the chain of infection informs infection prevention and control practice

Should include:

• The routes of transmission of micro-organisms

• The main ways an infection can enter the body

1.3 Define the term healthcare associated infections

Should include recognition and acting when personal fitness to work may pose a risk of infection to others.

1.4 Explain common alert organisms and conditions that create an infection risk

Should include notifiable diseases and causative organisms detailed in guidance from Public Health England.

1.5 Identify universal infection prevention and control precautions

Should include:

• Hand hygiene

• Personal Protective Equipment (PPE)

• Management of the environment

• Management of care equipment

• Management of blood and bodily fluid spillage

• Management of occupational exposure (including sharps)

1.6 Describe safe management of people with specific alert organism

Should include own organisation’s policy and procedure for managing specific infectious organisms.

1.7 Describe how to manage blood and body fluid spillage

Should include own organisation’s policy and procedure for managing blood and body fluid spillage.

Component 4: Infection prevention and control





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.8 Describe actions to be taken in the event of a:

• Sharps injury

• Splash injury

Should include own organisation’s policy and procedure for sharps and splash injuries.

1.9 Describe the 3 levels of decontamination

Should include individual’s role and responsibilities for the 3 levels of decontamination.

2. Be able to carry out infection prevention and control procedures

2.1 Demonstrate effective hand washing and alcohol rub techniques

Should be in line with own organisation’s policy and procedure.

2.2 Demonstrate safe disposal of:

• Clinical waste

• Non-clinical waste

• Infected soiled linen


2.3 Demonstrate safe disposal of sharps


2.4 Demonstrate cleaning and decontamination for:

• Vehicles

• Equipment

• People (patient hygiene)

Should include conducting risk assessment in respect of ensuring infection protection and control.

3. Be able to assist clinicians in preparation of equipment using an aseptic non-touch technique as far as reasonably practicable

3.1 Demonstrate how to assist a clinician in preparation of equipment using an aseptic non-touch technique as far as reasonably practicable

Should include use of single use items appropriately and all activities must be appropriate to own role.





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand the principles of safeguarding in the ambulance environment

1.1 Explain own role and responsibilities in relation to safeguarding individuals

Should include: own professional responsibilities in relation to the safeguarding of vulnerable adults, children and young people in line with own organisation’s policy and procedures.

• Safeguarding in the context of emergency and urgent care in the ambulance environment

• Relevant legislation, local and national policies and procedures which relate to safeguarding

• What to do if abuse of an adult is suspected; including how to raise concerns in line with own organisation’s whistleblowing policy

• Where to get information and advice about their role and responsibilities in protecting individuals and preventing harm and abuse

1.2 Explain organisation’s role and responsibilities in relation to safeguarding individuals

Should include:

• The importance of demonstrating dignity and respect when providing healthcare services

• Relevant legislation, local and national policies and procedures relating to safeguarding

1.3 Describe different types of:

• Harm

• Abuse

• Neglect

Should include what constitutes as harm, abuse and neglect and restrictive practices.

1.4 Identify recognition features of:

• Harm

• Abuse

• Neglect

Should include a range of possible indicators and factors which feature in harm, abuse and neglect.

1.5 Explain common factors that could make an individual vulnerable to:

• Harm

• Abuse

• Neglect

Should include:

• Why an individual may be vulnerable to harm, abuse or neglect

• Factors which have featured in adult and child abuse and neglect

• Prevalence, nature and scope of abuse of adults and children at risk

Component 5: Safeguarding adults and children





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.6 Describe the risks associated with the internet and online social networking

Should include:

• Sharing personal data and information

• Being exposed to bullying or harassment

• Speaking to individuals with unlawful intentions

1.7 Describe the impact a parent/carer’s physical and mental health can have on the wellbeing of a child or young person

Should include:

• Physical injuries

• Illness/disease

• Exhaustion/burnout

• Mental health problems

2. Understand local and national strategies to reduce the likelihood of abuse

2.1 Describe how health care organisations can positively impact and promote a service users dignity and rights.

Should include:

• Upholding the right to choose, participate as an equal and equality of opportunity

• Upholding and maintaining values such as respect, dignity, individuality and identity and independence

• Should involve the patient in the decision making process

• Having a ‘one size fits all’ approach and a reactive approach and being risk adverse

• Not complying with the Care Quality Commission’s registration requirements and cooperating on abuse investigations or responding inappropriately

2.2 Explain the importance of person centred care

Should include ambulance emergency and urgent care services which reflect the individual’s unique preferences, values and needs, identified and agreed upon in partnership with a clinician and/or support worker.

2.3 Explain ways to prevent the likelihood of abuse

Should include:

• Education and training

• Reporting and referrals

• Sharing information and concerns

• Following policy and procedures

• Joint working with partner agencies





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2.4 Explain how national and local policies and procedures safeguard and protect individuals

Should include: an overview of national and local policies and procedures for safeguarding individuals highlighting key objectives and elements relevant to ambulance emergency and urgent care workers.

• How a clear complaints procedure reduces the likelihood of abuse and neglect?

• Purpose of safeguarding investigations and how to contribute to them

• Human trafficking and sexual exploitation

2.5 Give examples when disclosed information must be shared with others

Should include:

• Patient consents to the disclosure

• Disclosure is of overall benefit to a patient who lacks the capacity to consent

• Disclosure is required by law or has been approved under a statutory process

• Disclosure can be justified in the public interest, such as public safety

2.6 Explain and provide examples of the importance of information sharing with relevant agencies

Should include

• How best evidence is achieved

• The potential for direct or indirect action to protect individuals and others from abuse

2.7 Describe safeguarding alerting and reporting procedures

Should include:

• What to do if abuse is suspected, including how to raise concerns within local whistleblowing policy procedures

• Actions to take if Learners experience barriers in alerting or referring to relevant agencies and when to use the emergency systems to safeguard children and adults

• The levels or thresholds for investigating in response to a safeguarding referral and the requirements of gathering initial information

3. Know how to safeguard individuals against the risk of radicalisation

3.1 Identify the key objectives of the PREVENT strategy and related legislation

Should include objectives of the Prevent strategy and the health sector contribution to the Prevent agenda.

3.2 Describe risk factors associated with radicalisation

Should include:

• Risk factors for radicalisation and who to contact regarding preventive action and support for those who may be at risk of, or are being drawn into, terrorist related activity

• Vulnerability factors that can make individuals susceptible to radicalisation or a risk to others

3.3 Describe potential indicators of radicalisation

Should include recognition of potential indicators that an individual might be vulnerable to radicalisation or at risk of involvement in acts of terrorism.





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


3.4 Identify what makes an individual more vulnerable to radicalisation

Should include both direct and indirect factors that impact and may influence vulnerable individuals.

3.5 Describe reporting procedures for suspected radicalisation attempts and related activity

Should include:

• Who to contact and where to seek advice if there are concerns a vulnerable adult may be being groomed in to terrorist related activity

• What action to take if there are concerns, including where to refer concerns and from whom to seek advice

4. Be able to act in a professional manner whilst promoting dignity and respect

4.1 Demonstrate person centred professional practice in the ambulance environment

Should include:

• Developing protective strategies for those that decline services

• Identifying and reducing potential and actual risks after disclosure or an allegation has been made

• Upholding individuals right to choose, participate as an equal and equality of opportunity

• Upholding individual’s values including respect, dignity, individuality and identity and independence

4.2 Demonstrate ensuring privacy and dignity is provided to patients at all times.

5. Be able to act upon safeguarding concerns and suspected abuse

5.1 Complete a safeguarding referral in line with agreed ways of working

Should include:

• Responding to safeguarding alerts/referrals

• Maintaining accurate, complete and up to date records

• Applying local and national policy and procedures when undertaking safeguarding activity





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand information governance and data security procedures in the ambulance environment

1.1 Describe information governance and data security procedures relevant to own role

Should include:

• How to ensure and maintain good record keeping

• Principles of information governance and how they apply in every day working environments

• Where Learners can gain local access to policies, procedures and further information

• Agreed ways of working and legislation regarding the recording, storing and sharing of information

1.2 Identify the purpose of the Caldicott principles:

Should include:

• Caldicott principles

• Own organisation’s types and values of information

• Why it is important to have secure systems for recording and storing information

1.3 Identify common threats and vulnerabilities to data security

Should include:

• Data leaks and breaches

• Lack of training

• Computer viruses

• Management system lapses or failure

• Discussing patients details with family and friends

1.4 Identify signs of a potential and actual data security breach

Should include:

• Critical file changes

• Obvious device tampering

• Unusually slow internet or devices

1.5 Describe employer’s role and responsibilities in relation to information governance

Should include: the responsibilities of healthcare organisations under the Freedom of Information Act 2000¸ Data Protection Act? and General Data Protection Regulation

Component 6: Information governance and data security





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.6 Explain employee’s role and responsibilities in relation to information governance

Should include:

• How to provide a confidential service to patients and service users?

• Individual’s responsibilities in responding to a freedom of information request

• How individuals can apply and maintain information security guidelines

2. Be able to apply data protection principles and practices in an ambulance environment

2.1 Demonstrate recordkeeping in line with local and national policy

Should include keeping records that are up to date, complete and accurate.

2.2 Protect personal and organisational data in line with local and national policy

Should include protecting personal and organisational data in line with local and national policy, including incident information and patient care records.





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand the principles of safe moving and handling of patients and objects

1.1 Describe employer’s and employee’s responsibilities in relation to the moving and handling of patients and objects

Should include:

• Organisation’s responsibility to assess the risks associated with manual handling and take appropriate action to reduce such risks, including the handling of patients

• Providing all staff with manual handling training appropriate to their role/function with the aim of avoiding the need for hazardous manual handling, as far as is reasonably practicable

1.2 Identify safe methods to move and handle patients in urgent and emergency care

Should include:

• Adopt safe kinetic lifting

• Dynamic risk assessment

• Think before handling/lifting

• Keep the load close to the waist

• Adopt a stable position

• Avoid twisting the back or leaning sideways especially while the back is bent

• Keep the head up when handling

• Don’t lift or handle more than can be easily managed

1.3 Describe risks associated with manual handling in urgent and emergency care

Should include factors outside the workplace which may contribute to back injury, importance of physical fitness and good posture and recognition of cumulative damage.

1.4 Identify key aspects of the manual handling policy

Should include:

• Risk assessment (inanimate loads)

• Patient handling risk assessment.

• Movement and handling of patient’s.

• Trusts roles and responsibilities.

1.5 Describe the impact of using poor lifting and handling techniques on:

• Patient

• Own health

• Colleagues

Should include:

• Moving and handling accidents which can injure both the patient being moved and the employee

• Discomfort and a lack of dignity for the patient being moved

• Back pain and musculoskeletal disorders, which can lead to inability to work

Component 7: Moving and handling people and loads in the emergency and urgent care environment





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.6 Identify factors involved in maintaining a healthy back

Should include:

• Avoiding static muscle activity

• Avoiding unnecessary lifting

• Overall health issues

• Occupational health service

• Recognition of personal capability

• Warm-up exercises

1.7 Describe the principles of safe moving and handling of patients and objects

Should include:

• Task

• Individual capability

• Load

• Environment

• List not exhaustive

1.8 Describe the importance of communication and cooperation

Should include safety, reassurance, cooperation, clear explanations, teamwork and patient’s privacy and dignity.

1.9 Describe adaptations possibly required when moving and handling special patient groups

Should include familiarisation with bariatric moving and handling equipment and specialised vehicles.

2. Be able to carry out safe moving and handling of patients and objects in line with agreed ways of working

2.1 Conduct a dynamic manual handling risk assessment

Should include:

• Identifying hazards

• Deciding who might be harmed and how

• Evaluating the risks and deciding precautions

• Verbalising findings

• Implementing precautions

• Recognising new or evolving hazards and/or risks and reviewing assessment

Also specifics to the moving and handling; the task, individuals, load, environment and other factors.

2.2 Demonstrate safe lifting technique

Should be in line with agreed ways of working and best practice.





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2.3 Demonstrate serviceability checks on moving and handling equipment

Should include serviceability checks on a variety of moving and handling equipment in line with organisation’s agreed ways of working and policy.

2.4 Demonstrate assembly and disassembly of moving and handling equipment

Should include assembly and disassembly of a range of moving and handling equipment in line with organisation’s agreed ways of working.

2.5 Demonstrate safe use of moving and handling equipment in an ambulance environment

Should include safe use of moving and handling equipment, from initial patient contact to handover at hospital.

2.6 Demonstrate the management of a fallen patient

Should include dynamic risk assessment, formulating a plan, selecting and deploying equipment while factoring in the immediacy of the moving and handling task.

2.7 Demonstrate supporting a patient to minimise pain and discomfort

Should include supporting patient with analgesia and positioning of injury to minimise pain and make the patient comfortable.

Utilising a range of equipment.





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand role and responsibilities of an emergency ambulance support worker in the ambulance environment

1.1 Define the terms:

• Duty of care

• Scope of practice

• Scope of employment

• Individual competency

Should include:

• Providing information on the role of the emergency ambulance support worker

• Who the emergency ambulance support worker can work with operationally within the Trust in regards to skill mix

• Operational parameters of the emergency ambulance support worker within the Trust, as per Trust’s policy

1.2 Explain the main role and responsibilities of an emergency ambulance support worker

Should include:

• Undertaking immediate scene survey and risk assessment to establish the presence of hazards and possible need to resolve conflict

• Trust vehicles under both normal driving conditions and suitably equipped and designated emergency vehicles under emergency driving conditions, when responding to emergencies, in accordance with road traffic law and Trust policies including the Driving and Care of Trust Vehicles Policy

1.3 Explain the term ‘consent’ and when consent should gained

Should include:

• When you should gain consent

• When you can act in the best interests of the patient

• Mental capacity act

1.4 Identify essential observations to be undertaken during conveyance to hospital.

Should include completing full range of clinical observations working alongside a clinically trained member of staff and convey patients own medications:

• Primary survey

• Respiratory rate

• Pulse rate

• Blood pressure, manual and automated NIBP

• Blood glucose measurement

• Temperature

• Oxygen saturation

• Capillary refill

• Glasgow Coma Score and Alert Verbal Pain Unresponsive (AVPU) pupillary reaction

1.4 Explain how to raise concerns about patient and other’s safety

Should include:

• Having a good understanding of the Trust policies relating to vulnerable adults and children

• Being able to make a referral under the Trust policies for vulnerable adults and children

• Contact Emergency Operations Centre, clinical supervisor/shift supervisor

• Datix, safeguarding referrals, freedom to speak up guardian

Component 8: Fundamentals of operational working in the prehospital environment





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.5 Explain own responsibility to seek out and undertake continual professional and personal development activities

Should include:

• Importance of continuing professional development (CPD)

• Methods and types of CPD

• E-portfolio

2. Be able to carry out the role of an emergency ambulance support worker in line with the ambulance service’s vision and values

2.1 Demonstrate professional behaviours and attributes in an ambulance environment

Should include:

• Working in line with own organisation’s vision and values, codes of conduct and deportment over a period of time

• Verbal communication

• Written communication

• Oral communication

• Non-verbal communication, e.g. Makaton

• Physical communication, e.g. body language

2.2 Demonstrate a range of communication methods to provide service user and others with information

2.3 Demonstrate working with colleagues and others at a range of prehospital care incidents

3. Be able to carry out initial scene assessment and management

3.1 Describe components of an initial scene assessment

Should include SCENE mnemonic; Safety, Cause, Environment, Number of casualties, Extra resources needed.

3.2 Carry out a dynamic scene assessment at a range of incidents

Should include:

• Definition of dynamic risk assessment

• Hazard awareness and identification of general risks and risks specific to:

o Road incidents

o Rail incidents

o Aircraft incidents

o Water related incidents

• Risk evaluation and safe system of work

3.3 Identify the Personal Protective Equipment (PPE) generally available within the Trust

Should include:

• Helmet

• High visibility jacket

• Eye protection

• Respiratory protection

• Infection control PPE





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


3.4 Select and correctly use PPE as part of the implementation of a safe system of work

Could include, e.g. when to wear a life jacket and reference to Water Incident Policy and signposting to NARU Education Water Awareness eLearning.

3.5 Carry out a situation report using (M)ETHANE

Should include using the mnemonic METHANE to complete a situation report and to deliver this report to EOC, attending incident officers and hazardous area response team (HART).

3.6 Identify safety considerations when working with Helicopter Emergency Medical Service (HEMS)

Should include Referring to guidance in Trust’s air ambulance health and safety policy.

3.7 Define the term triage Should include:

• Triage sieve

• P1, P2, P3 and Dead

4. Be able to operate communication equipment for routine and priority communication

4.1 Demonstrate use of communication equipment including:

• Handheld equipment

• Vehicle based equipment

Should include turning on/off, channel selection, requesting speech, receiving and sending information in accordance with policy and procedures.

Must include an awareness of how to activate the emergency assistance function.

5. Be able to locate, make ready, use and stow kit and equipment used in the ambulance environment

5.1 Demonstrate pre-shift equipment check

Should include carrying out pre-shift equipment/safety checks and recording the checks on operational shifts.

5.2 Describe missing and defective equipment reporting procedures

Should include the missing and defective equipment reporting procedures for 5 pieces of equipment used by own organisation.

5.3 Demonstrate ambulance kit and equipment familiarisation including:

• Locating

• Making ready

• Safe use within scope

• Cleaning and decontaminating

• Stowing ready for vehicle movement

Should include using a variety of ambulance kit and equipment during operational shifts. Use must include:

• Locating

• Making ready

• Safe use within scope

• Cleaning and decontaminating

• Stowing ready for vehicle movement





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


5.4 Demonstrate conveying a patient to include:

• Medical devices

• Own medication

May include:

• Syringe drivers

• In situ IV devices/IV medication

• Catheterised patients

• Security of patients own medication/prescriptions

5.5 Manage stock control on an operational vehicle, replacing consumables.

Should include:

• Replacing consumables

• Managing stock on a range of operational vehicles

• Reporting procedure for missing or damaged stock





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


6. Understand the policies, procedures and protocols relating the special situations

6.1 Describe types of special situations

Should include:

• CBRN

• HAZMAT

• Big Bang

• Marauding

• significant, major, mass, catastrophic etc.

6.2 Identify who can declare a major incident

Should include:

• First crew on scene

• Attendant’s roles and responsibilities

• Driver roles and responsibilities

6.3 Identify role and key responsibilities of incident command systems used for special situations

Should include:

• Trust’s major incident policy

• JRCALC guidelines

6.4 Identify key actions when attending a special situation

Should include:

• Initial Operational Response (IOR) and Remove, Remove, Remove procedure

• Run/Tell/Hide for MTFA & METHANE report

6.5 State how to use the DuoDote Nerve Agent Antidote auto-injector pen

Should include:

• Demonstrating the use of auto-injector in relation to nerve agent poisoning

• JRCALC guidelines

7. Understand post incident management in the prehospital care environment

7.1 Describe the guidelines relating to recognition of life extinct

Should include:

• Person-centred approaches

• Communication techniques

• Privacy and dignity

• 6 C’s

• Treatment priorities

7.2 Explain actions to be taken after death has been established

Should include:

• Being guided in relation to recognition of life extinct (ROLE) by ambulance clinicians

• Following Trust’s policy in relation to ROLE





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


7.3 Explain the benefits of a critical incident debrief

Should include:

• Post-incident reflection

• What was expected to happen?

• What actually occurred?

• Why was there a difference?

• What can be learned?

7.4 Explain post-incident considerations for staff care and welfare

Should include signposting staff to appropriate care and occupational health referral.

7.5 Describe the challenges facing responders post incident

Should include:

• Time barriers to incident

• Availability of clinical supervisor to conduct post incident debrief

• Operational workload

7.6 Explain the process of post-incident management

Should include understanding the Trust’s policy and procedure regarding post incident management.

8. Be able to reflect on own practice

8.1 Identify personal and professional development opportunities

Should include:

• Identify own strengths and weaknesses

• Methods and types of CPD, following organisational guidelines.

• Experiential learning

8.2 Explain own responsibility to seek out and undertake continual professional and personal development activities

Should include:

• Importance of continuing professional development (CPD)

• Methods and types of CPD

• E-portfolio

8.3 Reflect on personal performance and practice

Should include Gibbs’ reflective cycle.





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand basic human anatomy and physiology

1.1 State the main functions of major body systems

Should include as a minimum; neurological, respiratory, cardiovascular, musculoskeletal and digestive systems.

1.2 Identify major organs and their location in the body

Should include as a minimum; neurological, respiratory, cardiovascular, musculoskeletal and digestive systems.

2. Be able to carry out patient assessment and examination within agreed ways of working and scope of practice

2.1 Conduct a patient assessment using the patient assessment triangle tool

Should include:

• Appearance

• Work of breathing

• Circulation

2.2 Conduct a primary patient survey at a range of incidents

Should include <C>ABCDE approach.

2.3 Recognise time critical features during a primary patient survey

Should include:

• Stepwise approach

• Time critical illness and injury

2.4 Obtain a basic patient history at a range of incidents

Should include:

• Signs and symptoms

• Allergies

• Medications

• Past medical history

• Last time patient ate or drank

• Events leading up to incident

2.5 Carry out a pain assessment at a range of incidents

Should include:

• SOCRATES.

• Abbey scale

• Wong-Baker

• Numerical

• FLACC

Component 9: Fundamentals of patient assessment and examination and immediate management





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2.6 Demonstrate assisting a clinician with a secondary survey

Should include:

• Vital signs

• Head to toe assessment

3. Be able to assess and record a range of clinical observations in line with agreed local protocols and procedures

3.1 Identify normal physiological parameters for an adult

3.2 Identify factors that can alter physiological measurements

Should include:

• Identify critical illness

• Changes in patient’s haemodynamic state

• Comorbidities.

3.3 Assess and record a patient’s:

4. Be able to use electrocardiogram (ECG) monitoring on a patient

4.1 Demonstrate how to use 3 lead ECG electrodes using appropriate anatomical landmarks

Should include:

• Identifying and recognising key characteristics on a 3 lead ECG trace

• Correctly placing ECG limb electrodes

4.2 Demonstrate how to use 12 lead ECG electrodes using appropriate anatomical landmarks

Should include:

• Identifying and recognising key characteristics on a 12 lead ECG trace.

• Correctly placing ECG limb electrodes

4.3 Demonstrate use of ECG monitoring equipment

Should include skin preparation and considerations.

Should include:

• Heart rate

• Temperature

• Blood pressure

• Blood glucose



• Pupillary response

• Peak expiratory flow

• Level of consciousness

• End tidal carbon dioxide

• Peripheral oxygen saturations

Should include:

• Heart rate

• Blood pressure

• Temperature

• Blood glucose



• Pupillary response

• Peak expiratory flow

• Level of consciousness

• End tidal carbon dioxide

• Perform checks on associated equipment

• Peripheral oxygen saturations





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand the principles of airway management in the emergency and urgent care environment

1.1 Differentiate between adult and paediatric airway anatomy and physiology

Should include:

• Paediatric airways smaller in diameter and shorter in length

• Child’s tongue is relatively larger in the oropharynx than adults

1.2 State the importance of airway management and maintenance

Should include contextualisation of where airway falls in the <C>ABCDE approach and why.

1.3 Explain the stepwise airway approach

Should include:

Systematic assessment of the airway following orderly approach with manual airway control and airway adjuncts when appropriate.

1.4 Describe factors that indicate the need to manage a patient’s airway

Should include noisy airway (snoring, grunting, gurgling, etc), foreign body obstruction, level of consciousness, etc.

2. Be able to assess, manage and maintain an adult airway

2.1 Demonstrate a structured airway assessment

Should include lips, teeth, tongue, throat approach.

2.2 Demonstrate stepwise airway management

Should include carrying out a detailed practical assessment of an adult on a manikin.

2.3 Demonstrate use of mechanical suction

Should include:

• Carrying out a detailed check of Trust’s mechanical suction device and operating instructions

• Correct selection of suction catheter, correct technique, no more than 8-10 seconds

Also include indications for postural drainage.

2.4 Perform manual airway manoeuvres

Should include head tilt/chin lift and jaw thrust with consideration of cervical spine to determine which is more appropriate.

2.5 Demonstrate measuring, sizing and inserting:

• Oropharyngeal airway adjunct

• Nasopharyngeal airway adjunct

Should include:

• Indications

• Contraindications

• Cautions

• Correct size selection

• Correct technique

Component 10: Fundamentals of stepwise airway management in the emergency and urgent care environment





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2.6 Demonstrate airway assessment after an intervention

Should include assessment of airway and breathing.

2.7 Recognise the need for advanced airway management

Should include:

• Applying a stepwise approach

• Knowing when to request early intervention from senior clinician for advanced airway support

3. Be able to assess, manage and maintain a paediatric airway

3.1 Demonstrate a structured airway assessment

Should include lips, teeth, tongue, throat approach.

3.2 Demonstrate stepwise airway management

Should include:

• Choosing the most suitable method of airway control

• Positional methods

• Choice of correct airway adjunct

• Use of BVM

3.3 Demonstrate use of mechanical suction

Should include:

• Carrying out a detailed check of Trust’s mechanical suction device and operating instructions

• Correct selection of suction catheter, correct technique, no more than 8-10 seconds

Also include indications for postural drainage.

3.4 Perform manual airway manoeuvres

Should include awareness of positioning for:

• Patients under the age of 1 year – neutral alignment

• Patients over 1 year - head tilt/chin lift and jaw thrust with consideration of cervical spine to determine which is more appropriate

3.5 Demonstrate measuring, sizing and inserting an oropharyngeal airway adjunct

Should include:

• Indications

• Contraindications

• Cautions

• Correct size selection

• Correct technique

• Use of tongue depressor to insert OP airway

• Consideration of paediatric airway anatomy

• Risks involved





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


3.6 Demonstrate airway assessment after an intervention

Should include full reassessment of the airway using stepwise approach.

3.7 Recognise the need for advanced airway management

Should include applying a stepwise approach and knowing when to request early intervention from senior clinician for advanced airway support.

4. Be able to assist a clinician performing clinical airway interventions

4.1 Demonstrate how to assist a clinician with clinical airway interventions

Should include:

• iGel insertion

• Endotracheal intubation

• Needle cricothyroidomtomy





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand fundamentals of basic and advanced life support in the prehospital care environment

1.1 Explain the components of the Chain of Survival

Should include:

• Early recognition and call for help

• Early Cardiopulmonary Resuscitation (CPR)

• Early defibrillation

• Post resuscitation

1.2 Discuss when a clinician would not attempt resuscitation.

Should include:

• Massive cranial and cerebral destruction

• Decomposition/putrefaction

• Incineration

• Rigor mortis

• Pooling of the blood

• Fetal maceration

• Hemicorporectomy

1.3 Identify key components of the basic life support algorithm

Should include reference to Resuscitation Council (UK) 2015 guidelines.

1.4 Differentiate between mild and severe choking

Should include:

• Mild choking - patient can still talk, breath and cough

• Severe choking - patient unable to speak, move air or cough

1.5 Identify equipment used by clinicians in choking treatment

Should include:

• Magill forceps

• Laryngoscope

• Stethoscope

Component 11: Resuscitation in the emergency and urgent care environment





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Learning outcomes

The Learner will:

Assessment criteria


1.6 Identify key components of algorithm for:

• Adult basic life support

• Paediatric basic life support

• Newborn life support

• Adult advanced life support

• Paediatric advanced life support

Should include reference to Resuscitation Council (UK) 2015 guidelines.

1.7 Describe resuscitation adaptions for:

• Bariatric patients

• Drowned patients

• Pregnant patients

• Hypothermic patients

• Traumatic cardiac arrest

Should include:

• Reference to Resuscitation Council (UK) 2015 guidelines

• Reference to JRCALC guideline 2017

2. Be able to carry out basic life support

2.1 Recognise the need to commence basic life support

Should include sequence of assessment using a <C>ABCDE approach.

2.2 Demonstrate basic life support for an adult on a manikin

Should include rate, ratio, depth, recoil, minimal time off chest and hand position in accordance with Resuscitation Council (UK) 2015 guidelines.

2.3 Demonstrate basic life support for a paediatric on a manikin

2.4 Administer emergency care to a patient who is choking

Should include reference to Resuscitation Council (UK) 2015 guidelines for choking.

2.5 Identify differences in adult and paediatric emergency care for choking

Should include:

• Conscious adult: 5 back blows > 5 abdominal thrusts

• Conscious child: 5 back blows > 5 abdominal thrusts

• Conscious infant: 5 back blows > 5 chest thrusts





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Learning outcomes

The Learner will:

Assessment criteria


3. Be able to assist a clinician with adult and paediatric advanced life support and newborn life support

3.1 Demonstrate assisting a clinician with adult advanced life support

Should include:

• 2 minute cycles

• CPR 2 initial breaths rate 30:2

• Shockable (Ventricular fibrillation (VF)/Pulse ventricular tachycardia (VT))

• Non-shockable (Pulseless electrical activity (PEA)/Asystole)

• Treatment of reversible causes 4 H’s and 4 T’s

• Return of spontaneous circulation

3.2 Demonstrate assisting a clinician with paediatric advanced life support

Should include:

• 2 minute cycles

• CPR 5 initial breaths rate 15:2

• Shockable (VF/Pulse VT)

• Non-shockable (PEA/Asystole)

• Treatment of reversible causes 4 H’s & 4 T’s

• Return of spontaneous circulation

3.3 Demonstrate assisting a clinician with newborn life support

Should include:

• CPR rate 3.1

• Reference to Resuscitation Council (UK) 2015 guidelines, newborn life support

3.4 Demonstrate assisting a clinician delivering a shock using a manual defibrillator

Should include:

• Preparatory checks of machine and patient chest

• Pad placement

• Safety considerations

• Commands





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


3.5 Demonstrate assisting a clinician using a mechanical resuscitation device

Should Include:

• Familiarisation of Trust’s chosen mechanical resuscitation device

o Autopulse (Zoll)

o Lucus (Physio-control)

• Correctly positioning the device

• Compression rate

3.6 Demonstrate assisting a clinician with return of spontaneous circulation care

Should Include:

• <C>ABCDE structure

• Clinical observations

• Temperature management

• Packaging of patient

• Transport to Accident and Emergency (A&E) or cardio Primary Percutaneous Coronary Intervention (PPCI) centre





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Know how to recognise common medical conditions

1.1 Identify signs and symptoms related to conditions affecting the respiratory system

Should include:

• Asthma, Chronic obstructive pulmonary disease (COPD), pneumonia, pulmonary embolism (PE)

• Chest pain, cardiac chest pain, myocardial infarction

• CVA & face, arm, speech, time (FAST) assessment, seizures and common causes of stroke1.2 Identify signs and symptoms related to conditions affecting the cardiovascular system

1.3 Identify signs and symptoms related to conditions affecting the neurological system

2. Be able to assist a clinician with the management of common medical conditions

2.1 Demonstrate assisting a clinician treating patients with common respiratory conditions

Should include:

• Asthma, COPD, pneumonia, PE

• Chest pain, cardiac chest pain, myocardial infarction and treatment pathways for PPCI

• Treatment and local NHS trust pathways for CVA

• Post-surgical conditions and medical devices

• Treating patients whilst on Hospital transfers

2.2 Demonstrate assisting a clinician treating patients with common cardiovascular conditions

2.3 Demonstrate assisting a clinician treating patients with common neurological conditions

3. Be able to assist a clinician with the management of an unresponsive patient

3.1 Identify common causes of unconsciousness

3.2 Demonstrate assisting in the treatment of an unconscious patient

Should include:

• <C>ABCDE approach

• AVPU and Glasgow come scale

• Most suitable patient care pathway, time critical, non time critical

Component 12: Management of disease and illness in the emergency and urgent care environment

Should include:

• Stroke/CVA

• Head injury

• Epilepsy

• Overdose

• Subarachnoid haemorrhage

• Hypo and Hyperglycaemia





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


4. Know how to assist with the assessment and management of patients with suspected poisoning

4.1 Describe the term poisoning Should include expose by ingestion, inhalation, absorption or injection of a quantity of a substances that result in mortality or morbidity (JRCALC 2019).

4.2 Identify routes that poisons can take to enter the body

Should include:

• Ingestion

• Inhalation

• Absorption

• Injection

4.3 Identify common poisons encounter in emergency and urgent care practice

Should include:

• Medications/drugs

• Household chemicals, for example bleach, anti-freeze

• Alcohol

• Plants and fungi

4.4 Recognise effects of sudden poisoning

Should include:

• Respiratory depression

• Nausea and vomiting

• Altered levels of consciousness (pupil dilation and constriction)

• Tachycardia and bradycardia

• Drowsiness

4.5 Summarise management of a patient affected by sudden poisoning

Should include:


• AVPU and Glasgow come scale

• Most suitable patient care pathway, time critical, non-time critical





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Learning outcomes

The Learner will:

Assessment criteria


5. Know how to assist with the assessment and management of patients with glycaemic emergencies

5.1 Identify the 2 types of glycaemic emergencies

Should include:

• Hypoglycaemia

• Hyperglycaemia


• Hypoglycaemia

• Hyperglycaemia

Should include reference to JRCALC signs and symptoms for glycaemic emergencies.

5.3 Outline the assessment and management of:

• Hypoglycaemia

• Hyperglycaemia

Should include:

• <C>ABCDE approach (emphasis on monitoring blood glucose levels)

• Administration of oral glucose 40%

• Administration of intramuscular (IM) glucagon

• Administration of intravenous (IV) glucose 10%

• Glasgow come scale and AVPU

• Follow local NHS trust patient care pathways for hypoglycaemia

• Time critical, non-time critical

6. Know how to assist with the assessment and management of patients with shock, anaphylaxis and sepsis

6.1 Identify the causes of shock Should include:

• Heart conditions, e.g. myocardial infarction, heart failure

• Sepsis, infection

• Hypovolaemia

• Severe allergic reaction

• Dehydration

6.2 Define anaphylaxis Should include:

• Acute reaction

• Hypersensitivity to an antigen (bee/wasp sting)





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Learning outcomes

The Learner will:

Assessment criteria


6.3 Identify common recognition features of anaphylaxis

Should include:

• Urticaria (hives)

• Swelling of face, lips, hands and tongue

• Purpuric rash

• Dyspnoea, wheeze, stridor, hypoxia, hypotension, abdominal pain and vomiting

6.4 Define sepsis Should include:

• Causes of infection, bacterial, fungal, viral

• Pathophysiology

6.5 Describe the screening tool NEWS 2

Should include navigating around National Early Warning Score (NEWS) 2 and understanding the scoring system.

6.6 Identify the importance of using NEWS 2

Should include:

• Identifying time critical illness

• Scoring illness via respiratory rate, oxygen saturations, temperature, blood pressure pulse rate and level of consciousness (LOC)

6.7 Demonstrate assisting the clinician with the assessment and management of shock

Should include:


• Most suitable patient care pathway, time critical, non-time critical

7. Know how to assist with the assessment and management of patients with extremes of temperature

7.1 Identify physiological heat loss mechanisms

Should include:

• Evaporation

• Conduction

• Radiation

• Convection


• Heat stroke

• Hypothermia

• Heat exhaustion

Should include the signs and symptoms for each condition.





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Learning outcomes

The Learner will:

Assessment criteria



• Hypothermia

• Hyperthermia

Should include:


• Appropriate treatment for mild, moderate and severe hypothermia

• Remove from heat source

• Passive cooling, ice packs if available

• Fluid replacement - oral/IV

8. Be able to assist a clinician with clinical interventions

8.1 Demonstrate assisting a clinician with gaining vascular access

Should include:

• PPE

• Patient consent (if conscious)

• Equipment preparation

• Common IV sites

• Safe disposal of sharps

• Familiarisation and preparation of an IV saline flush

8.2 Demonstrate assisting a clinician with intraosseous access

Should include: Add

8.3 Demonstrate assisting a clinician with needle chest decompression

Should include:

• PPE

• Patient consent (if conscious)


• Identify landmarks and site used


9. Be able to assist a clinician preparing medicines ready for administration

9.1 Demonstrate assisting a clinician in gathering medicines and associate equipment ready for administration

Should include:

• PPE

• Patient consent


• Common IV, IM, oral and nasal sites used


• Correct drug, dose, expiry date and integrity of packaging

• Familiarisation and preparation of a IV saline flush

• May include patients owns medication and devices





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand basic principles of trauma management

1.1 Define the term mechanism of injury

Should include:

• Cause/type of incident

• Forces involved kinetics, that is reading the wreckage

• SCENE mnemonic

1.2 Describe benefits of the trauma unit bypass tool

Should include:

• Patient provided with definitive and specialised treatment.

• Saving essential time to treatment without transferring patient from local A&E

• Specialised NHS staff and equipment

1.3 Identify major trauma centres in own organisations region

Should include:

• Regional major trauma centre in own Trust catchment area

• Major trauma triage tool or app

• Trust policy

2. Know how to assist with the assessment and management of patients with head injuries

2.1 Identify common causes of head injuries

Should include:

• Direct force

• Indirect force

• Ejection from vehicle

• Penetrating injuries

• Falls and assault

• Non-accidental injury children

2.2 Identify recognition features of head injuries

Should include:

• Dizziness, nausea and vomiting

• Abnormal pupillary response and size

• Altered levels of consciousness

• Posturing

Component 13: Fundamentals of trauma and traumatic injury in the emergency and urgent care environment





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Learning outcomes

The Learner will:

Assessment criteria


2.3 Identify key risk factors associated with head injuries

Should include:

• Alcohol

• Spinal injury

• Anticoagulation

• Older adults


• Head injuries

• Eye injuries

• Facial injuries

Should include:


• Airway and C-spine control and management

• Prevention and treatment of hypoxia

• Prevention and treatment of hypotension

3. Know how to assist with the assessment and management of patients with chest injuries

3.1 List main types of chest trauma Should include:

• Haemothorax

• Tension pneumothorax

• Open pneumothorax

• Flail chest

3.2 Identify recognition features of chest injuries

Should include:

• Respiratory distress/air hunger

• Chest pain, worse when breathing in and out

• Tachypnoea

• Tachycardia

• Falling oxygen saturations

• Altered levels of consciousness

3.3 Describe fundamentals of assessment and management of chest injuries

hould include:


• Monitor oxygenation and peripheral capillary oxygen saturation (SPO2) levels

• Management of each specific injury including chest decompression and chest seals





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


4. Know how to assist with the assessment and management of patients with wounds and blood loss

4.1 Differentiate between types of haemorrhage

Should include:

• Arterial

• Venous

• Capillary

• Internal and external

4.2 Recognise the need for catastrophic haemorrhage to be dealt with immediately

Should include:


• Life threatening blood loss can kill within minutes

4.3 Identify recognition features of wound infection

Should include:

• Common skin bacteria

• Redness around wound site including tracking

• Swelling, hot skin

• Pain

• Consider sepsis

4.4 Apply basic wound care Should include:

• PPE

• Aseptic technique

• Cleaning debris from wound under clean water

• Application of appropriate sterile dressing

• Signpost patient to further healthcare, i.e. General Practitioners (GP)

4.5 Apply methods to treat external haemorrhage

Should include:

• Direct and indirect pressure

• Use of tourniquets

• Trauma pressure dressing

• haemostatic agents, e.g. Celox Gauze

• Russell Chest Seal





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


5. Be able to assist with the assessment and managing of patients with limb and spinal injuries

5.1 Identify the different types of limb injury

Should include:

• Fracture

• Dislocation

• Amputation

• De-gloving

• Strain/sprain

5.2 Identify the different types of fracture

Should include:

• Open compound

• Closed

• Complicated

• Greenstick

• Neck of femur, pelvis

5.3 Demonstrate assisting a clinician assessing and managing a fracture or dislocation.

Should include:

• Dislocation

• Limb fracture

• Pelvic fracture

5.4 Identify when a patient would require full body immobilisation

Should include:

• C-Spine injury

• Unconscious with (MOI) to suggest spinal injury

• Glasgow Coma Scale less than 15

• Spinal cord injury

5.5 Demonstrate manual in-line stabilisation

Should include:

• Identifying appropriate equipment to carry out procedure

• Working as part of a multidisciplinary team

• Following the lead from the head end

• Time critical extrication





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


5.6 Demonstrate sizing and applying a cervical collar

Should include:

Procedure for fitting adjustable cervical collar

5.7 Demonstrate extricating a patient from a vehicle

Should include:

• Utilising all Trust’s extrication equipment

• Effective team work

• Working with other emergency organisations, e.g. Fire and rescue, Hart)

5.8 Demonstrate full body immobilisation

Should include:

• Orthopaedic stretcher (scoop)

• Spinal board

5.9 State adaptations required to achieve full body immobilisation for a child

Should include:

• Involve child’s close family when immobilising

• Vacuum mattress

• Adapting a scoop stretcher to fit using rolled up blankets

5.10 Identify factors that make immobilisation difficult to achieve

Should include:

• Patient who is or may vomit

• Agitated patients

• Patients under the influence of drugs and alcohol

5.11 Identify circumstances when a crash helmet should be removed

Should include:

• Unconscious patient

• Compromised airway

• Ventilation

6. Know how to assist the assessment and management of patients who have drowned

6.1 Identify the risks associated with water related incidents

Should include:

• Cool water drowning

• Near drowning (Acute respiratory distress syndrome (ARDS))

• Hypothermia





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


6.2 Outline the management of a drowning patient

Should include:

• Self-preservation - do not become a casualty yourself


• Ventilations

• Chest compressions

7. Know how to assist the assessment and management of patients with thermal injury

7.1 Describe how to estimate burn severity

Should include Rule of nines.

7.2 Identify key actions when treating a patient with burns

Should include:

• Remove from source of heat

• <C>ABCDE approach (emphasis on airway management)

• High flow oxygen

• Fluid replacement





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand key aspects of administration of medicines legislation

1.1 Identify key points of Medicines Act applicable to own role

Should include:

An understanding of Schedule 19 medicines as set out in the legislation

Definition of administration

Ambulance emergency and urgent care support workers are not permitted to physically prepare injectable or nebulised medicines

Controlled drugs.

1.2 Differentiate between medicines administered by a registered and non-registered healthcare professional

Should include:

• Prescribed medicines

• Non-prescribed medicines

• Over the counter medicines

2. Be able to carry out safety checks prior to medicine administration

2.1 Demonstrate medicine safety checks prior to administration

Should include checking:

• Packaging is intact

• Expiry date

• Medicine presentation

• Correct drug

• Correct dose

• Correct route of administration

2.2 Demonstrate patient safety checks prior to medicine administration


• Correct patient

• Allergies

• Identification of exclusion criteria

Component 14: Administration of medical gases and specified non-parenteral medicines in the emergency and urgent care environment





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


3. Be able to administer medical gases

3.1 Identify the need for:

• Oxygen administration

• 50:50 mixture of nitrous oxide and oxygen administration

Should include:

• Indications for oxygen administration in line with current JRCALC guidelines.

• Include indications for Entonox administration in line with current JRCALC guidelines.

3.2 State safety considerations when storing and using medical gas cylinders

Should include:

• Cylinder checks

• Correct patient

• Correct drug

• Correct dose

• Expiry date

• Safety checks on associated equipment for delivery

3.3 Carry out safety checks prior to administering:

• Oxygen

• 50:50 mixture of nitrous oxide and oxygen

Should include:

• Cylinder checks

• Correct patient

• Correct drug

• Correct dose

• Expiry date

• Safety checks on associated equipment for delivery

3.4 Identify contraindications for administration of:

• Oxygen


Should include:

• Contraindications and cautions for oxygen (O2) administration in line with current JRCALC guidelines

• Contraindications and cautions for Entonox (N2O/O2) administration in line with current JRCALC guidelines

3.5 Identify cautions for administration of:

• Oxygen


Should include:

• Cautions for administration of O2 in line with JRCALC guidelines

• Cautions for administration of N2O/O2in line with JRCALC guidelines





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


3.6 Administer medical gases to a patient using appropriate adjunct

Should include:

• Correct instructions to patient

• Correct O2 mask for adult and child patients

• N2O/O2 mouthpiece and mask

3.7 Monitor effects of medical gases Should include:

• SPO2

• Vital signs

3.8 Identify need to alert a clinician to adverse reactions

Should include:

• Verbal discussion patient handover

• Documentation on Patient report form / Incident report

3.9 Record the administration of medical gases

Should include documentation on PRF/electronic PRF

4. Be able to administer aspirin and 40% glucose gel

4.1 Identify the need for:

• Aspirin administration

• 40% glucose gel administration

Should include:

• Indications for aspirin administration in line with current JRCALC guidelines and Trust Protocol (ECAs may only administer aspirin to patients with cardiac sounding chest pain)

• Indications for Gluco-Gel administration in line with current JRCALC guidelines

4.2 Carry out safety checks prior to administering:

• Aspirin

• 40% glucose gel


• Correct patient

• Correct drug

• Correct dose

• Expiry date

• Allergies

• Any previous doses

4.3 Identify contraindications for administration of:

• Aspirin

• 40% glucose gel

Should include contraindications and cautions for:

• Aspirin administration in line with current JRCALC and Trust guidelines

• Gluco-Gel administration in line with current JRCALC guidelines





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


4.4 Identify cautions for administration of:

• Aspirin

• 40% glucose gel

Should include cautions for administration of:

• Aspirin in line with JRCALC guidelines

• 40% glucose gel in line with JRCALC guidelines

4.5 Administer aspirin Should include administration of aspirin in line with current JRCALC guidelines

and any other medications in agreed ways of working.

4.6 Administer 40% glucose gel Should include administration of 40% glucose gel in line with current JRCALC guidelines.:

In line with current JRCALC guidelines.

4.7 Monitor effects of:

• Aspirin

• 40% glucose gel

Should include monitoring:

• Pulse rate, rhythm and volume

• Respiration rate

• Blood glucose

4.8 Identify need to alert a clinician to adverse reactions

Should include recognition of anaphylaxis:

4.9 Accurately record the administration of:

• Aspirin

• 40% glucose gel

Should include documentation on PRF/electronic PRF





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Know how to support those experiencing mental health problems

1.1 Define the terms:

• Mental well-being

• Mental health

• Mental ill-health

Should include reference to current JRCALC guidelines.

1.2 Describe prevalence of mental health problems in the UK

Should include prevalence data, i.e. 1 in 4 people in UK.

1.3 Describe importance of emotional literacy and resilience in maintaining mental well-being

Should include importance of families, carers, friends and social networks for individuals experiencing mental health problems.

1.4 Describe factors that may initiate mental health problems

Should include:

• Anxiety

• Depression

1.5 Identify mental health problem prevention strategies

Should include:

• Trust policy in relation to mental ill health/mental disorder

• Traffic light assessment tool, JRCALC guidelines

• NHS long term plan

• Personal prevention strategies

1.6 Identify mental health problems that require specialist interventions

Should include:

• Self-harming

• Suicide attempts

• Acute psychosis

1.7 Describe mental health support emergency and urgent care support workers can signpost people to for help

Should include:

• Factors that promote/protect mental health and well-being

• Benefits of mindfulness for improving wellbeing and mental health

• Importance of self-care to promote own positive mental health

• Importance of being socially connected

Component 15: Mental health and mental disorder





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.8 Describe impact of experiencing a mental health problem on:

• Family

• Society

• Individuals

Should include:

• Social, personal and economic effects of mental ill-health

• How different cultures may perceive and respond to mental health problems

1.9 Identify how stereotyping towards people can increase stigma and negative attitudes regarding mental health problems

Should include how an employee’s attitudes to metal health illness can influence a patient’s response.

1.10 Describe factors indicating the need for referral to a clinician for further assessment

Should include:

• Specialist mental ill health treatment

• History of self-harming

• Cognitive therapy

• Child adolescent mental health services (CAMHS)

1.11 Outline general principles of managing and supporting a patient who has self-harmed

Should include:

• <C>ABCDE

• Awareness of Intent, Plan, Action, Protective (IPAP) assessment tool for suicide risk assessment

2. Know how to establish positive relationships with individuals who have mental health problems

2.1 State the importance of building a positive relationship with individuals experiencing a mental health problem

Should include:

• Communication techniques

• Body language

• Positioning

• Terminology

2.2 Describe how an individual’s feelings and perception may affect their behaviour

Should include:

• Individual’s mood

• Medication status





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2.3 Describe how behaviour of others might affect the individual experiencing a mental health problem

Should include:

• Employing empathy

• Being non-confrontational

• Threat minimisation

• Remaining calm and non-judgemental

3. Be able to promote mental health and well-being in the ambulance environment

3.1 Demonstrate promoting mental health and well-being in the ambulance environment

Should include:

• Help building a sense of belonging and self-worth

• Sharing positive experiences

• Providing emotional support and supporting others

• Promoting positive attitudes and empathy

4. Be able to support those who are experiencing mental health problems

4.1 Demonstrate supporting individuals who are experiencing mental health problems

Should include:

• Providing support and empathy

• What were the triggers/interpersonal stressors, motivation

4.2 Demonstrate supporting individuals who are in mental crisis

Should include:

• Providing support, empathy and honesty

• Identifying triggers/interpersonal stressors, motivation

5. Understand the role and responsibilities of emergency and urgent care providers in relation to mental health

5.1 Outline roles and responsibilities when caring for a patient detained under the Mental Health Act

Should include:

• Conveying patient with escort

• Convey patients with their own current medication

• Section 136 conveying patient with escort (police officer)

• Completion of section papers and PRF/electronic PFR

5.2 Identify the documentation which may be required when conveying a patient detained under the Mental Health Act including Section papers and risk assessment

Should include:

• Section 135

• Section 136

• Reference to Trust mental health policy (136 Red Flags)

6. Understand the support available with duty of care and patient’s rights

6.1 Describe situations that may arise and could compromise:

• Duty of care

• Patient’s rights





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Know how to support patients living with dementia

1.1 Explain the condition dementia Should include an umbrella term for a group of diseases which affect the brain.

1.2 State the prevalence of dementia in the UK

Should include:

• Currently there are 850,00 people living with dementia in the UK

• Expected to rise to 1 million by 2025

1.3 Explain recognition features of dementia

Should include:

• Memory loss

• Difficulty performing familiar tasks

• Problems with language

• Poor or decreased judgement

• Misplacing things

• Changes in mood and behaviour

1.4 Identify recognition features of dementia that can be mistaken for other conditions

Should include:

• Memory loss

• Changes in mood and behaviour

• Misplacing things

• Problems with language

1.5 Explain actions to reduce risk of dementia

Should include how early diagnosis and treatment can slow the progression of the disease.

1.6 Explain importance of early diagnosis of dementia

Should include:

• Ambulance service often the first to recognise early stage dementia

• Referral and sign posting to the appropriate health care pathways

• Early diagnosis and treatment can slow the progression of the disease

1.7 Describe actions that could maintain quality of life following a diagnosis of dementia

Should include central role that home, housing conditions and immediate community play in enabling a person with dementia to live well.

Component 16: Supporting patients living with dementia





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.8 Explain impact of dementia on:

• Individuals

• Families

• Society

Should include:

• Elderly populations loose their friends and siblings to old age and are less inclined to surf social media, spending longer watching television and less time engaging in social event’s

• Burden on families, time and cost

• Health and social costs

1.9 Demonstrate how to provide a person-centred approach to a patient with dementia

Should include:

• Humanistic approach to care

• Consider mental capacity

• Refer to recent care plan if available

1.10 Describe where and how to signpost people to gain advice, information and support

Should include:

• GP

• Community mental health teams

• Consultation with mental health professional





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Understand differences between adult and paediatric patients

1.1 Describe physiological differences between adults and paediatrics

Should include:

• Lung capacities

• Size of head and airways

• Pulse and breathing rate

1.2 Describe key stages of child development

Should include:

• <12 months

• 1-2 years

• 2-5 years

• 5-12 years

1.3 Identify physiological ranges for paediatrics relevant to measuring clinical observations

Should include:

• Age

• Heart rate

• Respiratory

2. Be able to assist a clinician in assessing paediatric patients

2.1 Demonstrate effective communications with children

Should include:

• Verbal (rate and tone of communication)

• Non-verbal (adopt positive body language, eye contact, facial expression, personal space)

• Involving parents or carers

2.2 Describe components of a paediatric assessment

Should include:

• Paediatric assessment triangle PAT • Appearance

• Work of breathing • Circulation

2.3 Identify recognition features of a sick child

Should include:

• Paediatric assessment triangle PAT • Level of response

• Breathing/respiration • Circulation

2.4 Demonstrate obtaining physiological measurements on a paediatric patient

Should include primary survey.

Component 17: Considerations for paediatric patients





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


2.5 Outline the principles of dealing with child death in the ambulance environment

Should include:

• Expected death

• Unexpected death

• <C>ABCDE

• Resuscitation

• Welfare post-resuscitation

2.6 Outline general management of Sudden Unexpected Death in Infants, Children & Adolescents (SUDICA)

Should include reference to JRCALC (SUDICA) flow chart.

2.7 Identify support available to ambulance staff after attending a child death

Should include:

• Clinical Support Desks (CSD’s)

• Clinical supervisor/EOC welfare support

• Occupational health support/MIND





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Be able to assist the clinician with maternity care including normal and complicated birth

1.1 Describe maternal physiological changes in pregnancy

Should include:

• Cardiac output

• Blood volume

• Breathing rate

• Blood pressure

1.2 Summarise stages of birth Should include:

• Stage 1

• Stage 2

• Stage 3

1.3 Identify maternity care and delivery equipment

Should include:

• Maternity pack

• Available analgesia

1.4 Demonstrate assisting the clinician with an emergency birth

Should include:

• Haemorrhage & malpresentations

• Call for second ambulance

Component 18: Assessment and management of obstetrics





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1. Be able to support patients with learning difficulties

1.1 Define learning disability Should include:

Provide a simple definition for the term learning disability

1.2 Summarise key legislation, policy and guidelines relevant to providing care and support to someone with a learning disability

Should include:

• Human Rights Act

• Disability Act 2006

• Equal rights opportunities

1.3 Describe how emergency and urgent practice is influenced by the social model of disability

Should include:

• How employees see and think about people with a disability

• Removal of barriers

• Restriction of life choices

1.4 Describe common types of learning disabilities

Should include:

• Dyslexia • Dyspraxia

• Autism • Attention deficit hyperactivity disorder

• Dyscalculia

1.5 Describe 2 reasonable adjustments which may be required when caring for and communicating with people with learning difficulties

Should include:

• Use patients support/care staff as part of your assessment

• Access learning disability liaison nurse

1.6 Demonstrate effective communication with people who have a learning disability

Should include:

• Speak clearly, at a reasonable pace and use simple words

• Take your time

• Work with supporters/carers

1.7 Demonstrate a person centred approach when caring for a person with a learning disability

Should include:

• Dignity and respect

• Individual needs

• Good patient experience.

Component 19: Supporting people with learning disabilities





Indicative Content


Learning outcomes

The Learner will:

Assessment criteria


1.1 Summarise key features of current legislation relating to end of life care

Should include:

• End of life care package patients must travel singularly on a double manned ambulance (many of these patients are likely to be going home or to a hospice for palliative care or to die)

• ADRT/Living wills

• DNACPR

1.2 Explain legal and ethical responsibilities when making decisions for end of life care

Should include:

• Following the wishes of the patient (with capacity) • Current NHS trust policy

1.3 Describe theoretical models of grief, loss and bereavement

Should include Kubler-Ross Grief Cycle.

1.4 Explain how human emotions manifest when dealing with end of life care

Should include:

• Denial • Anger

• Bargaining • Depression

• Acceptance

1.5 Describe an end of life care pathway

Should include:

• Care pathway procedure

• Clinical support desk

1.6 Describe how external organisations can support end of life care

Should include:

• Provide palliative care treatment in patient’s home • Patient’s wishes can be accommodated

• Specialised equipment maybe required, e.g. air mattress

1.7 Explain the importance of communication when dealing with end of life care

Should include:

• Patient’s wishes can be accommodated

• Supporting patient’s relatives and or close friends

• Palliative care nursing team

2. Understand care requirements for those that are frail

2.1 Describe the care and treatment of those who suffer from frailty

Should include:

• Pathology of frailty

• Patient care plan

• Alternative healthcare pathways

Component 20: End of life care




Appendix 2 – Occupational knowledge and competence in ambulance emergency and urgent care All Trainers, Assessors, IQAs and EQAs must have occupational knowledge and competency in the subject matter. For further details contact Qualsafe Awards.

Subject matter includes:

• Ambulance operations

• Ambulance communication and vehicle familiarisation

• Communication

• Conflict resolution

• Extrication and light rescue

• Equality, diversity and inclusion

• Health and safety in the workplace

• Hostile and major incidents

• Infection, prevention and control

• Information governance

• Mental capacity

• Mental health support

• Moving and handling of objects and people

• Anatomy, physiology and pathophysiology

• Person centred care

• Safeguarding people

• Safe working in the prehospital care environment




Appendix 3 – Acceptable training/assessing qualificationsThis list is not exhaustive but provides a guide to acceptable training and/or assessing qualifications. Trainers who also assess Learner competence must also hold or be working towards an acceptable assessor qualification, as identified in the table below:

Current Qualifications Train AssessLevel 3 Award in Teaching and Assessing in First Aid Qualifications √

Level 3 Award in Education and Training √

Level 4 Certificate in Education and Training √

Level 5 Diploma in Education and Training √

Cert Ed/PGCE/B Ed/M Ed √

SVQ 3 Learning and Development SCQF Level 8 √

SVQ 4 Learning and Development SCQF Level 9 √

TQFE (Teaching Qualification for Further Education) √

Planning and Delivering Learning Sessions to Groups SCQF Level 6 (SQA Unit) √

L&D Unit 6 Manage Learning and Development in Groups SCQF Level 8 (SQA Accredited) √

L&D Unit 7 Facilitate Individual Learning and Development in Groups SCQF Level 8 (SQA Accredited) √

L&D Unit 8 Engage and Support Learners in the Learning and Development Process SCQF Level 8 (SQA Accredited)

√

Carry Out the Assessment Process SCQF Level 7 (SQA Unit) √

Level 3 Award in Assessing Competence in the Workplace Environment √

Level 3 Award in Assessing Vocationally Related Achievement √

Level 3 Award in Understanding the Principles and Practices of Assessment √

Level 3 Certificate in Assessing Vocational Achievement √

L&D Unit 9DI – Assess workplace competences using direct and indirect methods SCQF Level 8 (SQA Accredited) – replacing Units A1 and D32/33

√

L&D Unit 9D – Assess workplace competence using direct methods SCQF Level 7 (SQA Accredited) – replacing Units A2 and D32

√

Other Acceptable Qualifications

CTLLS/DTLLS √

PTLLS with unit ‘Principles and Practice of Assessment’ (12 credits) √

Further and Adult Education Teacher’s Certificate √

IHCD Instructional Methods √

IHCD Instructor Certificate √

English National Board 998 √

Paramedic/Nursing mentorship qualifications √

S/NVQ level 3 in training and development √

S/NVQ level 4 in training and development √

PDA Developing Teaching Practice in Scotland’s Colleges SCQF Level 9 (SQA Qualification) √

PDA Teaching Practice in Scotland’s Colleges SCQF Level 9 (SQA Qualification) √

PTLLS (6 credits) √

Training Group A22, B22, C21, C23, C24 √

Learning and Teaching – Assessment and Quality Standards SCQF Level 9 (SQA Unit) √

A1 (D32/33) – Assess candidates using a range of methods √

Conduct the Assessment Process SCQF Level 7 (SQA Unit) √

A2 (D32) – Assess candidates’ performance through observation √




Appendix 4 – Qualifications suitable for internal quality assuranceInternal Quality Assurers (IQA) must hold or be working towards an acceptable quality assurance qualification:

PDA in Internal Verification of Workplace Assessment at SCQF level 8 (SQA Qualification)

Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF or RQF)

Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF or RQF)

V1 or D34

SQA Accredited Learning and Development Unit 11 Internally Monitor and Maintain the Quality of Workplace Assessment




Appendix 5 – Placement guideThis placement guide is for Trainers, Assessors, Internal/External Quality Assurers, Placement mentors (mentors), Placement providers and Learners of the QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF). It provides examples of acceptable placements to complete this qualification.

It is the Centre’s responsibility to arrange, provide and monitor that the Learner has adequate practice placements prior to registration for the qualification in line with QA requirements.

A Learner must complete and provide evidence for 450 hours mentored emergency and urgent care practice. Centres have a responsibility to make sure Learners have access to suitable placements prior to enrolment. Failure to do so could compromise the qualification and will result in sanctions being placed on the Centre which will affect their ability to offer qualifications in the QA Prehospital care suite of qualifications.

Clinical placements will be carried out during normal working hours and normal terms and conditions of employment apply to attendance whilst on placement. If a Learner is unable to attend a placement they should contact the person responsible for supervising (mentoring) them.

Learners should discuss with their mentor how they can use their practice placements to contextualise their theory and skills completed during the classroom element of the qualification. A discussion between the Learner, mentor and employer or placement provider should take place to discuss the nature and timing of the practice placement in good time before the placements commence.

Role of the practice placement provider

Centres must demonstrate to QA that placements are suitable for Learners to achieve the learning outcomes and assessment criteria needed to achieve the qualification. Health, safety and welfare of Learners are the responsibility of the Centre and the placement provider who should:

• Make sure Learners are supervised (by a suitably qualified Clinician) when undertaking the practice of any skills

• Make sure the placement is a safe and appropriate learning environment that will maximise a Learner’s learning experience

• Support Learners to gain relevant competencies in line with the learning outcomes and assessment criteria of the qualification

• Create a positive learning environment to allow the Learner to gain more confidence in their area of practice

• Make sure the Practice Assessment Document is completed

• Make sure adequate support is available for the Learner in the practice setting

• Support the Learner to create strategies for getting the most out of their time at your placement

• Provide feedback to Learners about their performance in a constructive manner

• Answer any relevant questions about practice the Learner may have

Qualsafe Awards expectations of Learners

Learners on placement are responsible for their conduct, ethics and should work within their scope of practice. They should maintain a high level of professionalism and failure to do so may result in removal from the qualification.

A Learner is expected to engage with the mentor and practice placement provider. This helps the mentor support the Learner achieve the requirements detailed in the Practice Assessment Document. A completed PAD must be submitted at completed by the end of the practice placements to pass the qualification.




Pre-placement activities:

• Make sure Learners are prepared for each placement in terms of understanding working hours, shift patterns, dress code and any placement specific requirements

• Set specific, measurable, achievable, realistic and timely objectives and have them agreed with the Centre and placement provider

• Learners must follow the Centre’s and Practice Placement Providers’ guidance on conduct, ethics and health and safety procedures. A placement provider has the right to terminate the placement if they deem a Learners behaviour to be dangerous or damaging to service users or others

During the placement Learners:

• Must be supervised by a mentor/occupationally competent person during the placement

• Must complete the time sheet page in the Practice Assessment Document and ask their mentor to sign when complete

• May achieve some competencies during your placement

Post placement activities:

• The Practice Assessment Document should be completed by a mentor/occupationally competent person and countersigned by your Trainer/Assessor

• Learners must complete 3 reflective practice logs (minimum) during the clinical placements to pass the qualification

• The Trainer/Assessor must sign off the Practice Assessment Document to confirm Learners have successfully achieved the learning outcomes and assessment criteria for the QA Level 3 Diploma in Ambulance Emergency and Urgent Care Support (RQF)

• Learners must make sure the completed Practice Assessment Document is returned to the Centre to award the qualification

The aim of clinical placements is to enable the Learner to:

• Demonstrate they can work safely in the prehospital care environment in accordance with health and safety regulations

• Uphold the principles of infection control relating to service users and others. Identify and respond appropriately to potentially infectious and hazardous situations

• Act in a fair and non-discriminatory manner

• Demonstrate the ability to operate in accordance with policies, procedures and agreed ways of working to proof they are fit to practice as a clinician

• Work with health and social care support workers, professionals and other emergency services personnel

• Demonstrate they can positively contribute when part of a multi-professional healthcare team

• Devise and use appropriate care plans and pathways

• Respect, maintain and abide by legislation in relation to confidentiality

• Use interpersonal skills to encourage active participation from service users and others

• Demonstrate being able to work in partnership with service users and professionals

• Use a range of communication methods to provide service users and others with information




• Produce patient clinical records and maintain their security

• Demonstrate professional practice for a range of incidents

• Practice a range of clinical skills within their scope of practice

Placements must be in line with the clinical placements list below:

Clinical placements ALL placement providers must be registered with the Care Quality Commission or equivalent

Notes

Emergency front-line vehicle An opportunity to work with an ambulance clinician providing an emergency response to service users that require emergency or urgent care.

Event medical cover An opportunity to work with prehospital care healthcare professionals at an event expects high casualty volume.

Working with an Emergency/Urgent/Critical Care Practitioner An opportunity to work with an Emergency/Urgent or Critical Care Practitioner in a prehospital care setting

GP Practice, Out of hours unscheduled care or walk in centres

An opportunity to work in a clinical setting to gain a greater understanding of the assessment and treatment in urgent care.

Minor Injuries/Illness Unit An opportunity to work in a clinical setting to gain a greater understanding of the assessment and treatment of minor injuries/illness.

Operating theatres/Day procedure units An opportunity to work in a clinical setting to gain a greater understanding of airway assessment and management.

Obstetric/Midwifery units An opportunity to work in a clinical setting to gain a greater understanding of the assessment and treatment obstetrics/gynaecology.

Paediatric departments/wards An opportunity to work in a clinical setting to gain a greater understanding of the assessment and treatment for paediatrics.

Specialist Operations Units An opportunity to work with specialists such as British Association of Immediate Care Schemes – Healthcare Professional, Hazardous Area Response Team, Baby Emergency Transfer Service/Neonate Emergency Transport Service or Helicopter Emergency Medical Service.

Other emergency services An opportunity to work with emergency services to understand their role at incidents and how they interact in emergency medical services.

*Log all hours in the Practice Assessment Document excluding breaks while on placement.


www.qualsafeawards.orgTel: 0845 644 3305

Email: [email protected]

qa level 3 diploma in ambulance emergency and urgent care

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